A Theory of Information Technology Driven Change in Schools
1. The adoption of almost any new technology will create winners and losers within a school.
2. Losers may see a decline in status, income, and/or comfort. Winners may see the opposite. The decline or increase may not be large but may loom large in the minds of those experiencing the change.
3. If the potential big losers from a new technology can block adoption of the technology they probably will.
4. If the potential big winners from a new technology can force adoption of the technology they probably will.
5. Ideally a utilitarian approach, which compares the overall costs and benefits to all members of the community, will drive adoption decisions.
6. Organizational change is likely to occur much more easily if all members of the organization feel that benefits resulting from change will be equitably shared by all participants.
7. Organizational change is likely to occur in a top-down fashion (dictates) in organizations where change benefits flow inequitably to the few.
8. Determining overall costs and benefits of adopting any new technology can be extremely difficult if not impossible.
9. Therefore, there is great interest in gathering as much information as possible about new developments in technology use.
10. Information technology directors tend to be voracious gathers of information about both new information technology and the use of new technology in other schools.
11. Hearing from and visiting schools that are early adopters of a new technology are one major way that information is gathered.
12. However, it is often difficult to arrange such visits except through the people who are the advocates of the technology, and those speaking out about the new technology's impact are often advocates as well.
13. Therefore it is incumbent for IT directors to get to know each other quite well, both to facilitate the sharing of information, and to be able to filter information based upon knowledge of the source.
14. Those governing a school tend to be very attuned to developments in competing schools. There is often a desire not to get too out-of-sync with technology use in these reference group schools.
15. Schools may attempt to gain a competitive advantage by jumping ahead of competitors with their use of technology. This may lead to other schools in the reference group matching the technology investment (and trying to learn from the pioneer's mistakes) or it may lead to competing schools denigrating and downplaying the new technology use. ("We do things the tried and true traditional way.")
16. Adoption of information technology is likely to go much more rapidly if it is presented as building on an existing strength rather than fixing an existing weakness. http://schoolcomputing.wikia.com/wiki/Education_IT_and_Change
“To be effective, technology certification for educators needs to be part of formal education policy and a required element of school and teacher evaluations. . . . Educators need a system of technology training and certification.”
Council on Basic Education, 1998.
Technology Skills Assessment 1. I have | do not have a computer at home.
If you have please complete the following:
I use that computer 3 often 2 once in awhile 1 hardly ever 0 never _
My home computer is/are _ IBM (clone) _ Mac _ Apple _ Other:
The model:
The operating system is
Windows () DOS () Mac () Other: 2. I have | do not have access to a computer at school.
If you have please complete the following:
I use that computer 3 often, 2 once in awhile, 1 hardly ever, 0 never _
My home computer is/are _ IBM (clone) _ Mac _ Apple _ Other:
The model:
The operating system is
Windows () DOS () Mac () Other: 3. I learned everything that I know about technology (circle all that apply) from:
formal courses
personal
informal study
valued colleagues)
other:
Comment or explanation: _ 4. I would would not be interested in serving on an technology selection committee.
5. I would | would not be interested in serving on a building-level technology selection committee. 6. I would would not be interested in presenting or co-presenting technology workshops,
7. I would | would not be interested in presenting or co-presenting technology workshops for my grade level, building, department. Circle/check all that apply. _ Computers/computers in the classroom _ Using video/CD in the classroom _ Using interactive video in the classroom _ Using e-mail, the WWW, the Internet _ Building thinking skills through technology _ Using "office" applications _ Using desktop publishing _ HyperCard, HyperStudio, Link Way _ Software/hardware exhibitions _ Community technology fair _ Other:
Technology Skills | //Interests// | //Needs// Assessment I. Personal skills or proficiency levels
Respond with 3 high, 2 medium, 1 low, and 0 no in the blank to the left of the statement.
_ 1 Create a document on a word processor _ 2 Print a word processor document _ 3 Search a database for specific information _ 4 Print selected information from a database _ 5 Create a database 6 Use a formula in a database _ 7 Merge form letter with database _ 8 Create a spreadsheet _ 9 Write a formula in a spreadsheet _ 10 Create newsletter with desktop publishing _ 11 Use graphics software to create pictures _ 12 Use a scanner to import graphics, photos and/or text _ 13 Import clipart into text or desktop publishing _ 14 Modify ready-to-use clipart _ 15 Troubleshoot malfunctioning computer _ 16 Troubleshoot malfunctioning printer _ 17 Format a floppy disk _ 18 Copy a file _ 19 Delete files _ 20 Install a program on a fixed (hard) disk _ 21 Access information on a CD-ROM _ 22 Run software from a CD-ROM _ 23 Identify quality instructional software _ 24 Run/view a video tape on a VCR or DVD _ 25 Manually tape a TV program off air/cable _ 26 Video tape off air/cable using timer _ 27 Use a camcorder to tape an event _ 28 Edit a single video tape _ 29 Edit multiple tapes into a new product _ 30 Use interactive video in the classroom _ 31 Create a Link Way or HyperCard HyperStudio presentation or stack _ 32 Use images from camcorder or digital camera in computer applications _ 33 Using "presention" software to create a lesson or lecture _ 34 Use an electronic gradebook _ 35 Use a computer-based portfolio assessment system _ 36 Use a laser video disk to show information _ 37 Use a computer to control a laser disk _ 38 Access/send e-mail _ 39 Attach application files to e-mail _ 40 Browse the World Wide Web _ 41 Find specific information on the WWW _ 42 Create a page on the WWW _ 43 Use Gopher/Archie/Veronica/WAIS etc.to search the Internet _ 44 Upload/download files to/from the Internet
II. Interest and Need Levels
_ 45 My interest in learning more about technology in general. _ 46 Before school _ 47 After school _ 48 Mon-Thurs Evenings (6:30 - 8:30 pm) _ 49 Mon- Thurs Evenings (7:00 - 9:00 pm) _ 50 Saturday Mornings (9:00 - 12:00 am) _ 51 Saturday Afternoons (1:00 - 4:00 pm) _ 52 Summer (mid-June) _ 53 Summer (late June, early July) _ 54 Summer (late July, early August) _ 55 Summer (mid-late August) _ 56 Summer Mornings -- 9:00 am-noon _ 57 Summer Afternoons--1:00-4:00 pm _ 58 Summer Evenings -- 6:30-8:30 pm _ 59 Summer Evenings -- 7:00-9:00 pm
The technology areas in which I have interest in learning are as follows:
_ 60 Create a document on a word processor _ 61 Print a word processor document _ 62 Search a database for specific information _ 63 Print selected information from a database _ 64 Create a database _ 65 Use a formula in a database _ 66 Merge form letter with database _ 67 Create a spreadsheet _ 68 Write a formula in a spreadsheet _ 69 Create newsletter with desktop publishing _ 70 Use graphics software to create pictures _ 71 Use a scanner to import graphics, photos and/or text _ 72 Import clipart into text or desktop publishing _ 73 Modify ready-to-use clipart _ 74 Troubleshoot malfunctioning computer _ 75 Troubleshoot malfunctioning printer _ 76 Format a floppy disk _ 77 Copy a file _ 78 Delete files _ 79 Install a program on a fixed (hard) disk _ 80 Access information on a CD-ROM _ 81 ...run software from a CD-ROM _ 82 Identify quality instructional software _ 83 Run/view a video tape on a VCR _ 84 Manually tape a TV program off air/cable _ 85 Video tape off air/cable using timer _ 86 Use a camcorder to tape an event _ 87 Edit a single video tape _ 88 Edit multiple tapes into a new product _ 89 Use interactive video in the classroom _ 90 Create a Link Way or HyperCard HyperStudio presentation or stack _ 91 Use images from camcorder or digital camera in computer applications _ 92 Using "presention" software to create a lesson or lecture _ 93 Use an electronic gradebook _ 94 Use a computer-based portfolio assessment system _ 95 Use a laser video disk to show information _ 96 Use a computer to control a laser disk _ 97 Access/send e-mail _ 98 Attach application files to e-mail _ 99 Browse the World Wide Web _ 100 Find specific information on the WWW _ 101 Create a page on the WWW _ 102 Use Gopher/Archie/Veronica/WAIS etc. to search the Internet _ 103 Upload/download files to/from the Internet
A Theory of Information Technology Driven Change in Schools
1. The adoption of almost any new technology will create winners and losers within a school.2. Losers may see a decline in status, income, and/or comfort. Winners may see the opposite. The decline or increase may not be large but may loom large in the minds of those experiencing the change.
3. If the potential big losers from a new technology can block adoption of the technology they probably will.
4. If the potential big winners from a new technology can force adoption of the technology they probably will.
5. Ideally a utilitarian approach, which compares the overall costs and benefits to all members of the community, will drive adoption decisions.
6. Organizational change is likely to occur much more easily if all members of the organization feel that benefits resulting from change will be equitably shared by all participants.
7. Organizational change is likely to occur in a top-down fashion (dictates) in organizations where change benefits flow inequitably to the few.
8. Determining overall costs and benefits of adopting any new technology can be extremely difficult if not impossible.
9. Therefore, there is great interest in gathering as much information as possible about new developments in technology use.
10. Information technology directors tend to be voracious gathers of information about both new information technology and the use of new technology in other schools.
11. Hearing from and visiting schools that are early adopters of a new technology are one major way that information is gathered.
12. However, it is often difficult to arrange such visits except through the people who are the advocates of the technology, and those speaking out about the new technology's impact are often advocates as well.
13. Therefore it is incumbent for IT directors to get to know each other quite well, both to facilitate the sharing of information, and to be able to filter information based upon knowledge of the source.
14. Those governing a school tend to be very attuned to developments in competing schools. There is often a desire not to get too out-of-sync with technology use in these reference group schools.
15. Schools may attempt to gain a competitive advantage by jumping ahead of competitors with their use of technology. This may lead to other schools in the reference group matching the technology investment (and trying to learn from the pioneer's mistakes) or it may lead to competing schools denigrating and downplaying the new technology use. ("We do things the tried and true traditional way.")
16. Adoption of information technology is likely to go much more rapidly if it is presented as building on an existing strength rather than fixing an existing weakness.
http://schoolcomputing.wikia.com/wiki/Education_IT_and_Change
“To be effective, technology certification for educators needs to be part of formal education policy and a required element of school and teacher evaluations. . . . Educators need a system of technology training and certification.”
Council on Basic Education, 1998.
Technology Skills Assessment
1. I have | do not have a computer at home.
If you have please complete the following:
I use that computer 3 often 2 once in awhile 1 hardly ever 0 never _
My home computer is/are
_ IBM (clone) _ Mac _ Apple _ Other:
The model:
The operating system is
Windows () DOS () Mac () Other:
2. I have | do not have access to a computer at school.
If you have please complete the following:
I use that computer 3 often, 2 once in awhile, 1 hardly ever, 0 never _
My home computer is/are
_ IBM (clone) _ Mac _ Apple _ Other:
The model:
The operating system is
Windows () DOS () Mac () Other:
3. I learned everything that I know about technology (circle all that apply) from:
formal courses
personal
informal study
valued colleagues)
other:
Comment or explanation: _
4. I would would not be interested in serving on an technology selection committee.
5. I would | would not be interested in serving on a building-level technology selection committee.
6. I would would not be interested in presenting or co-presenting technology workshops,
7. I would | would not be interested in presenting or co-presenting technology workshops for my grade level, building, department. Circle/check all that apply.
_ Computers/computers in the classroom
_ Using video/CD in the classroom
_ Using interactive video in the classroom
_ Using e-mail, the WWW, the Internet
_ Building thinking skills through technology
_ Using "office" applications
_ Using desktop publishing
_ HyperCard, HyperStudio, Link Way
_ Software/hardware exhibitions
_ Community technology fair
_ Other:
Technology Skills | //Interests// | //Needs// Assessment
I. Personal skills or proficiency levels
Respond with 3 high, 2 medium, 1 low, and 0 no in the blank to the left of the statement.
_ 1 Create a document on a word processor
_ 2 Print a word processor document
_ 3 Search a database for specific information
_ 4 Print selected information from a database
_ 5 Create a database
6 Use a formula in a database
_ 7 Merge form letter with database
_ 8 Create a spreadsheet
_ 9 Write a formula in a spreadsheet
_ 10 Create newsletter with desktop publishing
_ 11 Use graphics software to create pictures
_ 12 Use a scanner to import graphics, photos and/or text
_ 13 Import clipart into text or desktop publishing
_ 14 Modify ready-to-use clipart
_ 15 Troubleshoot malfunctioning computer
_ 16 Troubleshoot malfunctioning printer
_ 17 Format a floppy disk
_ 18 Copy a file
_ 19 Delete files
_ 20 Install a program on a fixed (hard) disk
_ 21 Access information on a CD-ROM
_ 22 Run software from a CD-ROM
_ 23 Identify quality instructional software
_ 24 Run/view a video tape on a VCR or DVD
_ 25 Manually tape a TV program off air/cable
_ 26 Video tape off air/cable using timer
_ 27 Use a camcorder to tape an event
_ 28 Edit a single video tape
_ 29 Edit multiple tapes into a new product
_ 30 Use interactive video in the classroom
_ 31 Create a Link Way or HyperCard HyperStudio presentation or stack
_ 32 Use images from camcorder or digital camera in computer applications
_ 33 Using "presention" software to create a lesson or lecture
_ 34 Use an electronic gradebook
_ 35 Use a computer-based portfolio assessment system
_ 36 Use a laser video disk to show information
_ 37 Use a computer to control a laser disk
_ 38 Access/send e-mail
_ 39 Attach application files to e-mail
_ 40 Browse the World Wide Web
_ 41 Find specific information on the WWW
_ 42 Create a page on the WWW
_ 43 Use Gopher/Archie/Veronica/WAIS etc.to search the Internet
_ 44 Upload/download files to/from the Internet
II. Interest and Need Levels
_ 45 My interest in learning more about technology in general.
_ 46 Before school
_ 47 After school
_ 48 Mon-Thurs Evenings (6:30 - 8:30 pm)
_ 49 Mon- Thurs Evenings (7:00 - 9:00 pm)
_ 50 Saturday Mornings (9:00 - 12:00 am)
_ 51 Saturday Afternoons (1:00 - 4:00 pm)
_ 52 Summer (mid-June)
_ 53 Summer (late June, early July)
_ 54 Summer (late July, early August)
_ 55 Summer (mid-late August)
_ 56 Summer Mornings -- 9:00 am-noon
_ 57 Summer Afternoons--1:00-4:00 pm
_ 58 Summer Evenings -- 6:30-8:30 pm
_ 59 Summer Evenings -- 7:00-9:00 pm
The technology areas in which I have interest in learning are as follows:
_ 60 Create a document on a word processor
_ 61 Print a word processor document
_ 62 Search a database for specific information
_ 63 Print selected information from a database
_ 64 Create a database
_ 65 Use a formula in a database
_ 66 Merge form letter with database
_ 67 Create a spreadsheet
_ 68 Write a formula in a spreadsheet
_ 69 Create newsletter with desktop publishing
_ 70 Use graphics software to create pictures
_ 71 Use a scanner to import graphics, photos and/or text
_ 72 Import clipart into text or desktop publishing
_ 73 Modify ready-to-use clipart
_ 74 Troubleshoot malfunctioning computer
_ 75 Troubleshoot malfunctioning printer
_ 76 Format a floppy disk
_ 77 Copy a file
_ 78 Delete files
_ 79 Install a program on a fixed (hard) disk
_ 80 Access information on a CD-ROM
_ 81 ...run software from a CD-ROM
_ 82 Identify quality instructional software
_ 83 Run/view a video tape on a VCR
_ 84 Manually tape a TV program off air/cable
_ 85 Video tape off air/cable using timer
_ 86 Use a camcorder to tape an event
_ 87 Edit a single video tape
_ 88 Edit multiple tapes into a new product
_ 89 Use interactive video in the classroom
_ 90 Create a Link Way or HyperCard HyperStudio presentation or stack
_ 91 Use images from camcorder or digital camera in computer applications
_ 92 Using "presention" software to create a lesson or lecture
_ 93 Use an electronic gradebook
_ 94 Use a computer-based portfolio assessment system
_ 95 Use a laser video disk to show information
_ 96 Use a computer to control a laser disk
_ 97 Access/send e-mail
_ 98 Attach application files to e-mail
_ 99 Browse the World Wide Web
_ 100 Find specific information on the WWW
_ 101 Create a page on the WWW
_ 102 Use Gopher/Archie/Veronica/WAIS etc. to search the Internet
_ 103 Upload/download files to/from the Internet
III. Comments, suggestions: _
_
_
___